Download - Nuts and Bolts of Progress Monitoring
![Page 1: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/1.jpg)
Nuts and Bolts of Progress Monitoring
Response to
Instruction and Intervention
RtII
![Page 2: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/2.jpg)
![Page 3: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/3.jpg)
Assessment in an RTI model
BenchmarkingTo screen and identify students who are at-risk and in need of interventions
All students
Three times a year
All areas
At grade-level
Progress MonitoringTo monitor progress of individual students and determine rate of improvement and need for adaptation of intervention
Students who are not achieving benchmarks (PLP, IEP)
Weekly, biweekly, monthly assessments
In area of need
At instructional level
![Page 4: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/4.jpg)
Progress Monitoring
Benefits of Progress Monitoring
Parents and students know what is expected
Teachers know what is working or not working with their instruction based on data
Easy to understand way to show parents progress
Teams have comprehensive data on student performance for decision making
![Page 5: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/5.jpg)
Samples of CBMsCurriculum Based Measurements
• Reading
• Math
• Writing
• Spelling
![Page 6: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/6.jpg)
![Page 7: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/7.jpg)
DIBELS Phoneme Segmentation Fluency
https://dibels.uoregon.edu
![Page 8: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/8.jpg)
Taken from Fuchs, L. S., Hamlett, C. A., & Fuchs, D. (1998). Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.). [computer program]. Austin, TX: ProEd.
Available: from
http://www.proedinc.com
MATH COMPUTATION
![Page 9: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/9.jpg)
Concepts and Applications
Sample page from a three-page test for Grade 2 Math Concepts and Applications– From Monitoring
Basic Skills Progress
![Page 10: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/10.jpg)
CBM - Writing
www.interventioncentral.org
Total Words WrittenCorrect Word SequencesWords Correctly Spelled
![Page 11: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/11.jpg)
Graphing
Graphing is an essential part of PM
Without graphic displays, the decision making process is difficult
Teacher graphing vs. Student graphing
![Page 12: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/12.jpg)
Hand Graphing1. Establish Baseline (Median score)
2. Set up graph
3. Set Goal
4. Draw Aimline
5. Measure Student Progress
6. Plot Student Performance
7. Connect Indicators of Student Performance
8. Analyze Student Performance
9. Make Instructional Changes
10. Continue to Measure and Monitor Student Performance
![Page 13: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/13.jpg)
Hand Graphing
Goal 44
![Page 14: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/14.jpg)
Hand Graphing
Testing SessionsBaseline Session 1 Session 3Session 2 Session 4 Session 6Session 5 Session 7 Session 8
Nu
mb
er
of
Wo
rds
Re
ad
Co
rre
ctly
30
35
40
45
50
![Page 15: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/15.jpg)
Hand GraphingAdvantages
• Easy to do• No technology
required• Students can easily
maintain their own graphs
• Can be done immediately
• Free
Disadvantages• Added paper• Organization required• No long-term storage• Not automatic
![Page 16: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/16.jpg)
Rebecca 2nd grader• List all areas of concern:
– Off-task behavior– Reading difficulties– Poor handwriting
• Identify primary area of concern and define it in observable and measurable terms:– Reading – Definition: number words read correctly when reading a grade level
passage orally
• Collect baseline data on primary area of concern and state discrepancy statement:– Baseline data collected in reading using CBM reading probes- Statement: Rebecca read 39 WRC per minute in Fall of 2nd grade.
Benchmark is 52 WRC per minute for fall of 2nd grade. _______________________________________________________
![Page 17: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/17.jpg)
The recommendation for Rebecca falls into the category of intensive support.
This refers to interventions that incorporate something more or something different from the
core curriculum or supplemental support.
Intensive support might entail:• delivering instruction in a smaller group,• providing more instructional time or more practice,• presenting smaller skill steps in instruction,• providing more explicit modeling and instruction, • providing greater scaffolding and practice.
![Page 18: Nuts and Bolts of Progress Monitoring](https://reader036.vdocuments.net/reader036/viewer/2022062517/56812ca5550346895d914d89/html5/thumbnails/18.jpg)
Because students needing intensive support
are likely to have individual and sometimes unique needs,
it is important that their progress be monitored frequently and
their intervention modified as needed
to ensure adequate progress.